✌️ We Believe: Human-Centered, Trauma-Informed, Self-Determined, Equity-Literate Learning with Open Technology

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Dehumanizing practices do not belong in schools.

The Need

🫀 Human-Centered

Twenty Systems, Summarized Within 4 Values Statements, That Must Be Changed for a Human-Centric, Equitable System

Learning is rooted in purposeSelf-determination Theory (SDT) is... — a model, a macro theory, of human motivation. It’s one of several models of human motivation, but it’s one that has been confirmed over and finding and communityWhat I have always been hoping to accomplish is the creation of community.Community is magic. Community is power. Community is resistance.Disability Visibility: First-Person Stories from the Twenty-First Century https://www.amazon.com/Disability-Visibility-First-Person-Stories-Twenty-First-ebook/dp/B082ZQBL98/ https://www.amazon.com/Disability-Visibility-Adapted-Young-Adults-ebook/dp/B08VFT4R9T/ relevance.

1. Map a Path to Purpose
2. Learn Experientially
3. Connect to the Community
4. Promote Literacy
5. Create Cross-Disciplinary Classrooms

Social justice is the cornerstone to educational success.

1. Support a Reflective Space
2. Demand Inclusive Spaces
3. Authenticate Student Voice
4. Adopt Critical Pedagogy
5. Utilize Restorative Justice

Dehumanizing practices do not belong in schools.

1. Radically Reduce Homework
2. Build Strong Relationships
3. Eliminate Grading
4. Redefine Assessment and End Testing
5. Reform Food Systems

Learners are respectful toward each other’s innate human worth.

1. Self-Direct Learning
2. Support and Elevate Teachers
3. Stay Buzzword Free
4. Cooperate, Don’t Force Competition
5. Support Multi-Age Classrooms

Source: The Need

Strong, Trusting Relationships

🩸 Trauma-Informed

Attend to the practices, policies, and aspects of institutional culture that traumatize children at school.

• Commitment 1: Attend to the practices, policies, and aspects of institutional culture that traumatize children at school.
• Commitment 2: We must infuse trauma-informed education with a robust understanding of, and responsiveness to, the traumasPeople who enter services are frequently society’s most vulnerable—people who have experienced extensive trauma, adversity, abuse, and oppression throughout their lives. At the same time, I struggle with the word of systemic oppression.
• Commitment 3: Dislodge hyper-punitive cultures and ideologies.

Being trauma-informed means consciously cultivating space in our mental models so that, even if we know nothing about a particular set of circumstances, we avoid the temptation to mindlessly apply rules.

Source: How Trauma-Informed Are We, Really? – ASCD

Equity-Centered Trauma-Informed Education

1. ​Shift from a reactive stance, in which we identify who has been traumatizedPeople who enter services are frequently society’s most vulnerable—people who have experienced extensive trauma, adversity, abuse, and oppression throughout their lives. At the same time, I struggle with the word and support them, to a proactive approach. Trauma-informed practices are universal and benefit everyone.
2. ​Shift from a savior mentality, in which we see ourselves as rescuing broken kids, to unconditional positive regard, a mindsetThe marketing of mindsets was everywhere this year: “How to Develop Mindsets for Compassion and Caring in Students.” “Building A Tinkering Mindset In Young Students Through Making.” “6 Must-Haves for that focuses on the inherent skills, capacities, and value of every student. Educators shouldn’t aim to heal, fix, or save but to be connection makers and just one of many caringCare work makes all other work possible. Putting care—not just care work, but care—at the center of our economy, our politics, is to orient ourselves around our interdependence. Care is adults in a child’s life.
3. ​Shift from seeing trauma-informed practices as the responsibility of individual teachers to embedding them in the way that we do school, from policies to practice. Trauma-informed teachers need trauma-informed leaders.
4. ​Shift from focusing only on how traumaPeople who enter services are frequently society’s most vulnerable—people who have experienced extensive trauma, adversity, abuse, and oppression throughout their lives. At the same time, I struggle with the word affects our classroom to seeing how what happens in our classroom can change the world. We can partner with our students as change makers for a more just society.

Source: Equity-Centered Trauma-Informed Education

💆‍♀️ Self-Determined

Intrinsic Motivation: Autonomy, Mastery, Purpose

How do we build learning environments that embrace intrinsic motivation: autonomySelf-determination Theory (SDT) is... — a model, a macro theory, of human motivation. It’s one of several models of human motivation, but it’s one that has been confirmed over and, masterySelf-determination Theory (SDT) is... — a model, a macro theory, of human motivation. It’s one of several models of human motivation, but it’s one that has been confirmed over and, and purpose?

The Gift: LD/ADHD Reframed

Self-Determination and Executive Processes

1. Engage autistic adolescents and young adults in research on how to leverage strengths and areas of needs related to assessing executive processes to advance self-determined goal-directed actions and use knowledge gained to advance decision-making about sup- ports for assessment and intervention.
2. Integrate objective measures of executive processes with subjective measures of self-determinationSelf-determination Theory (SDT) is... — a model, a macro theory, of human motivation. It’s one of several models of human motivation, but it’s one that has been confirmed over and to understand how objective indicators and subjective perceptions change, or do not change, together with interventions and supports.
3. Enhance self-determination interventions, including facilitator training protocols such as those associated with the SDLMI, to explicitly target a range of executive processes, particularly cognitive flexibility and inhibitory control, guided by the valuesRemind yourself that shared values, rather than shared beliefs, are what matter when it comes to interacting with others, and that there is no replacement for doing the hard work and needs of the autistic community.
4. Recognize the unique issues encountered by all adolescents, including autistic adolescents, and consider how the increased risk taking and impulsivity that may manifest during the transition to adulthood period can be reframedWhen we successfully reframe public discourse, we change the way the public sees the world. We change what counts as common sense. Because language activates frames, new language is required as opportunities to learn and build more lifelong supports for self-determination that will generalize to early adulthood environments, consistent with Causal Agency Theory.
5. Increase understanding of systemic factors (e.g., access to personalized supports, interventions, opportunities) that can be changed to maximize outcomes for autistic adolescents and young adults, with a focus on a strength-based perspective.
6. Recognize and honor neurodiversityNeurodiversity is the diversity of human minds, the infinite variation in neurocognitive functioning within our species.NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS Neurodiversity is a biological fact. It’s not a perspective, an approach, a in all assessment and intervention design and implementation, as well as in all research activities.

Source: Advancing the Personalization of Assessment and Intervention in Autistic Adolescents and Young Adults by Targeting Self-Determination and Executive Processes | Autism in Adulthood

It is reasonable to ask, particularly given the range of terminology used to define the executive processes that impact outcomes of young people with disabilities, including autism: Why focus on self-determination? Why is innovation in theory related to self-determination important to guide assessment and intervention to promote positive outcomes across the life course, particularly during the transition from adolescence to adulthood? First, as noted previously, the terminology adopted in self-determination research and practice emerged largely from the voices and advocacy of people with disabilities. Advocates across disability popula- tions have consistently used the term self-determination to describe their right to self-direct their own lives. The impact of this advocacy has been significant, particularly in policy. 

Self-determination is a key value and outcome targeted in disability policies and human right treaties enacted over the past 30 years. The right to self-determination also continues to be a rallying cry in the self-advocate community.4 For example, the Autistic Self-Advocacy Network (ASAN) states, ‘‘disability is a natural part of human diversity. Autism is something we are born with, and that shouldn’t be changed. Autistic children should get the support they need to grow up into happy, self-determined autistic adults.’’10 

Second, interventions to promote self-determination have been developed that can support people with disabilities to take steps toward self-directed lives. Such interventions can be personalized based on strengths, interests, and supports. There is the inherent diversity in the autistic community (e.g., ‘‘There is no one way to be autistic’’).11 Understanding each autistic person’s strengths and support needs, from their perspective, must be a focus of self-determination interventions particularly during the transition to adulthood when there are new and changing demands. 

Advancing the Personalization of Assessment and Intervention in Autistic Adolescents and Young Adults by Targeting Self-Determination and Executive Processes | Autism in Adulthood

Self-Determination Theory: Unapologetically Antithetical to Behaviorism

The locus of pathology exists not in the autistic person, but in the interaction between a hostile environment and the subjugated autistic. It is essential for parents, practitioners, educators, and autistic people themselves to ask the crucial question— Is the autistic a machine, or an organism? Are we active agents in our own embodied experience, or are we a locus of behavior? It is not with defiance, but autonomy, that I declare as an autistic person— I am not a manifestation of stimuli and response. I am agential. I am Autonomously Autistic.

Despite the field of Disability Studies’ rhetorical progress toward new models of disability, Autistic subjectivity is still locked within medical pathologies and assumptions of deficit. Self-Determination TheorySelf-determination Theory (SDT) is... — a model, a macro theory, of human motivation. It’s one of several models of human motivation, but it’s one that has been confirmed over and provides an intriguing contrast to other psychological frameworks, making it possible to reconceptualize and re-localize deficit. We can then disrupt our assumptions and form new principles that empower autistic people to develop in autonomous, competent, connected, and self-directed ways.

Self-Determination Theory positions itself as directly and unapologetically antithetical to behaviorismUltimately behaviorism provides a simplistic lens that can’t see beyond itself.Why is the doctrine of behaviorism still being used, at all?How can ABA be the gold-standard for autism when it, a fact that manifests in the literature repeatedly in behavioristUltimately behaviorism provides a simplistic lens that can’t see beyond itself.Why is the doctrine of behaviorism still being used, at all?How can ABA be the gold-standard for autism when it commentary…

Autonomously Autistic | Canadian Journal of Disability Studies

Everyone should have the right to make choices. Some people make choices differentlyOur friends and allies at Randimals have a saying, What makes us different, makes all the difference in the world.Randimals We agree. Randimals are made up of two different animals than others. Some people get help from a few friends or family members to make choices. Some people show other people what they have chosen through gestures or actions rather than words. But all people, no matter what disability they have or what support needs they have, can make choices. 

Supported decision-making is an idea about the right to make choices. Everyone needs help to make decisions sometimes. DisabledThe label "disabled" means so much to me. It means I have community. It means I have rights. It means I can be proud. It means I can affirm myself people might need more help. We might need a lot more help. But, needing help isn’t a good reason to take away someone’s choices. Supported decision making means that even if someone needs a lot of help, they still have the right to make their own choices.

We also have the right to communicate and tell people about the choices we make. We have the right to communicate in whatever way works best for us. Everybody communicates – whether using language, behavior, gestures, facial expressions, sounds, or other means. We have the right to use augmented and alternative communication (AAC) methods, like sign language, communication boards, and iPads. Effective communication is a key part of self-determination!

Self-Determination – Autistic Self Advocacy Network

Flow States Are the Pinnacle of Intrinsic Motivation

People need to feel appreciated and safe, to give themselves to an activity; and they need to feel like they are making progress to keep giving themselves to it. To get into The Zone, you need to know you’re getting somewhere, that you’re in the process of mastering a skill – you need ongoing feedback, whether from another person or another source. There is also something uniquely satisfying about working with other people effectively, towards a shared goal; in my experience there is no substitute when it comes to building a community.

FlowMonotropism is a theory of autism developed by autistic people, initially by Dinah Murray and Wenn Lawson.Monotropic minds tend to have their attention pulled more strongly towards a smaller number of interests at states are the pinnacle of intrinsic motivation, where somebody wants to do something for themselves, for the sake of doing it and doing it well.

Flow allows us to recharge, to feel a sense of achievement and satisfaction, and a kind of respite from the often-baffling demands of the school social environment.

Craft, Flow and Cognitive Styles

⚖️ Equity Literate

With this in mind, my purpose is to argue that when it comes to issues surrounding poverty and economic justice the preparation of teachers must be first and foremost an ideological endeavour, focused on adjusting fundamental understandings not only about educational outcome disparities but also about poverty itself. I will argue that it is only through the cultivation of what I call a structural ideologyEducators with a structural ideology understand that educational outcome disparities are dominantly the result of structural barriers, the logical if not purposeful outcome of inequitable distributions of opportunity and access of poverty and economic justice that teachers become equity literateEquityA commitment to action: the process of redistributing access and opportunity to be fair and just.A way of being: the state of being free of bias, discrimination, and identity-predictable outcomes (Gorski 2013), capable of imagining the sorts of solutions that pose a genuine threat to the existence of class inequity in their classrooms and schools.

Source: Poverty and the ideological imperative: a call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education

The Direct Confrontation Principle

The Prioritization Principle

The “Fix Injustice, Not Kids” Principle

Avoid These Equity Pitfalls

🔧 Open Technology

The Basics of Open Technology

No student will have mechanical limitations in access to either information or communication — whether through disability, inability at this moment, or even just discomfort. Learning is our goal, and we make it accessible.

• Student Control
• An Abundance of Tools
• Accessibility
• Access Everywhere
• BYOD and an Open Network
• Talk to Parents
• Worry About Behavior, Not Technology
• Spend Wisely
• TrustAutists conceptualise the world in terms of trusted relationships with unique people.The beauty of collaboration at human scale The Autistic way of developing trust is based on experienced domain-specific competence. in Children and Childhood

Source: The Basics of Open Technology

Toolbelt Theory

Toolbelt TheoryToolbelt Theory is based in the concept that students must learn to assemble their own readily available collection of life solutions. They must learn to choose and use these solutions is based in the concept that students must learn to assemble their own readily available collection of life solutions. They must learn to choose and use these solutions appropriately, based in the task to be performed, the environment in which they find themselves, their skills and capabilities at that time, and the ever-changing universe of high and low-tech solutions and supports.

So, the ToolbeltToolbelt Theory is based in the concept that students must learn to assemble their own readily available collection of life solutions. They must learn to choose and use these solutions is designed to:

• Break the dependence cycle
• Develop lifespan technology skills
• Limit limitations
• Empower student decision making
• Prepare students for life beyond school

Source: A Toolbelt for a Lifetime

The Open Schoolhouse

We believe this act of human collaboration across an open platform is essential to individual growth and our collective future.
The flat-world technology revolution asks us to rethink our notion of what it means to be educated and literate in the 21st Century. However, one traditional skill remains unchanged: the ability to artfully and effectively self-express through writing. Blogs, reports, essays, and Tweets; writing across multiple modalities is learning made visual–and a full keyboard is still the most efficient tool to hone this skill.

The Open Schoolhouse – Building a Technology Program to Transform Learning and Empower Students

👋🧷🌳 Space

‘Rebellion’ is not enough. We need to build new systems from the ground up, right now.
And it means grounding this effort in completely new frameWhen we successfully reframe public discourse, we change the way the public sees the world. We change what counts as common sense. Because language activates frames, new language is required of orientation, one in which human beings are inherently interconnected, and inter-embedded within the earth; where we are not atomistically separated from the reality in which we find ourselves as technocratic overlords, but are co-creators of that reality as individuated parts of a continuum of being.

Escaping extinction through paradigm shift

The spaces where we belong do not exist. We build them with radical love and revolutionary liberation.

GAYATRI SETHI, UNBELONGING